KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Erica Mistler

Cooperating Teacher: Dr. Varano
Group Size: 20
Subject or Topic: Shadows

Allotted Time 1 hour

Date: 4/14/16
Coop. Initials
Grade Level Kindergarten
Section

STANDARD:
CC.1.5.K.B Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
CC.1.5.K.E Speak audibly and express thoughts, feelings, and ideas clearly.
I. Performance Objectives (Learning Outcomes):
A. The students will write on a post-it note one thing they learned about shadows
and stick it on the KWL chart.
II. Instructional Materials
A. Shadow play video: https://www.youtube.com/watch?v=Ty0C8mH4Jy8
B. KWL chart
C. Post-it notes
D. Shadow match worksheet
E. Paper
F. Worksheet with list of objects
G. Pencils
H. Variety of objects: tree, school, fire hydrant, flag pole, light pole
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Basic writing skills
B. Key Vocabulary
1. Shadow a dark area or shape made by an object blocking rays of
light coming from the sun.
C. Big Idea
1. How shadows are formed.

2. Every object has a shadow.

D. Content
1. The size of the shadow depends on the angle that the light hits the
object.
2. Shadows are the longest in early morning and late afternoon.
3. Objects cast little to no shadows at noon.
IV. Implementation
A. Introduction
1. The teacher will tell the students that today we are going to be
learning about shadows.
2. The teacher will tell the students that she has a video for them to
watch before we begin.
3. The teacher will play the Shadow Play video:
https://www.youtube.com/watch?v=Ty0C8mH4Jy8
B. Development
1. After the video the teacher will get out the KWL chart.
2. The teacher will hand out 2 post-it notes to each of the students.
3. The teacher will tell the students that on one pot-it note they should
write something they know about shadows. On the other post it note
the students should write something they want to learn about
shadows.
4. The students should be told to use their best spelling.
5. The teacher will monitor the students as they are working and wait
for everyone to be done.
6. Once the teacher sees that the class is finished, she will go around
the room calling on students to first tell her what they wrote on their
know post-it note.
7. After the students share what he/she wrote, they would be asked to
put their post-it note up on the KWL chart.
8. The teacher will then do this same process with what the children
wrote on their what they want to learn post-it note.
9. After the students have finished this activity the teacher will ask the
students, What are shadows?
10. As the students are sharing what they think the teacher will write
their responses on the board.
11. The teacher will tell the students that shadows are dark areas or
shapes made by an object blocking rays of light coming from the
sun.
12. The teacher will then ask the students, Does everything have a
shadow?
13. The teacher will tell the students that any object, living or non-living
that can block light can cast shadows.
14. The teacher will then ask the students How are shadows formed?

15. The teacher will tell the students that sometimes objects can block
light, which means that no light is able to pass through that object.
16. The teacher will now ask the students, Why do shadows keep
changing sizes?
17. The teacher will tell the students that the size of the shadow depends
on the angle that the light hits the object. This is why the size of your
shadow keeps changing throughout the day
18. The teacher will ask the students, At what time of day is your
shadow the longest?
19. The teacher will tell the students that their shadow is longest early in
the morning and the late afternoon. At noon, when the sun is directly
overhead there is little or no shadow at all.
20. The teacher will tell the students that this is because the position of
the sun changes throughout the day, which changes the angle at
which the suns rays fall on the ground.
21. At this point the teacher should remind the students of the first
lesson we did on the sun, and how it moves throughout the day.
22. The teacher will tell the students that we are going to go outside and
draw shadows.
23. The teacher will hand out the paper with different objects written on
them.
24. The students will be placed in 4 groups of 5.
25. The teacher will assign an object to each student in the group.
26. The students will go outside and find the object that they were
assigned and draw them on a piece of paper.
27. The students will also write the time on their piece of paper.
28. The students will go outside a total of 3 times. Once every hour.
29. The first time the students come back inside the teacher will lead a
discussion about what they drew.
30. The next time they come in they will compare their previous
drawings to their current one.
31. The teacher will ask the students why they think each drawing is
different.
32. The students should connect this to the beginning of the lesson and
say it is because the sun is moving in the sky throughout the day. The
suns location corresponds directly with the shadow.
33. After each group has gone the teacher will pass out the shadow
match activity to each student.
34. The teacher will have the students work on this activity
independently.
35. The teacher will ask the students to put this activity in their science
notebooks.
36. The teacher will collect the science notebooks once the students have
completed.
C. Closure

1. The teacher will then pass out one post-it note to each student.
2. The teacher will instruct the students to write one thing they learned
about shadows today on their post-it note.
3. When the students are finished writing they will go around the room
and share that they learned. After they share, they will stick their
post-it note on the KWL chart.
D. Accommodations/Differentiation
1. Accommodations - Jordyn, a student with a specific learning
disability in reading and writing, will be given individualized
instruction when working on the shadow matching activity.
2. Differentiation if the students are having trouble working
independently with the shadow matching activity, they can work as a
table.
E. Assessment/Evaluation Plan
1. Formative
a. The teacher will have the students tell her one thing they
learned in class today. The teacher will have a check sheet to
mark off if the child says a correct or incorrect statement.
2. Summative
a. This will be at the end of the lesson
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
1. What can I do to improve this lesson?
2. How well did the students grasp this topic?
VI. Resources (in APA format)
https://www.youtube.com/watch?v=Ty0C8mH4Jy8

Name

Date

Shadow Match

Scott Foresman 1

Draw a line to match each object to its shadow.

Checksheet:
Name:
Jordyn
Elizabeth
Caden
Corey
Joshua
Ryan
Nicole
Lauren
Lindsay
Michael
Samantha
Anthony
Caroline
Toby
James
Joseph
Margaret
Katie
Jessica
Sean

Understood topic: